(a)  Framework for Effective Teaching, Grade 2, Books 1 and 2 (Teacher's Guide)

 (b)  Reading and Writing Skills Practice, Grade 2, Vols. 1 and 2 (student workbook)

 (c)  Collection for Young Scholars, Vol. 2, Books 1 and 2 (student reading (text)

 (d)  Collection for Young Scholars, Transition and Review Guide (review of Open Court sounds)

 (e)  Essay and Writing Assessment Masters

 (f)  Comprehension Assessment Masters

 (g)  Formative Assessment (Teacher's Guide)

 (h)  Research Assessment Masters

 (i)  Continuous Assessment Masters

 (j)  Home/School Connection

 (k)  Reproducible Masters, Grade 2, Parts 1 and 2

 (l)  Comprehension Checkpoints Masters

 (m)  Learning Framework Cards

 (n)  Instructional Posters for Reading, Writing, Research, Exploration

 (o)  Teacher Tool Cards:
 - Writer's Craft/Reading
 - Grammar, Mechanics, Usage
 - Spelling and Vocabulary
 - Study and Research
 - Phonics Review
 - Classroom Supports

 (p)  Student Tool Cards
 

2.  San Mateo Spelling program

3.  Daily Oral Language program

Use Daily Oral Language for reinforcement. 

Use Tool Cards 63-80 for spelling strategies.

Use San Mateo Spelling for spelling reinforcement.

1.) Give students copies of the same comic strips, but without words in the characters' balloons. Allow pairs of students time to talk about, decide on, and write words in each balloon. They can again role-play and practice reading the comic aloud, and share them with the group. Provide students with copies of a story composed largely of dialogue between two main characters. (Frog and Toad stories would work for this activity.) Explain that quotation marks surround a character's spoken words in the same way that the "balloons" did in the comic strips. Ask two students to volunteer to be Frog and Toad. The teacher can act as narrator, and read any words that are not inside quotation marks. Students read the character's comments the same way as in the previous lesson. Ask students to form groups of three. Allow each group to practice this role playing activity several times, switching roles so that each has a turn to be narrator and characters. Once students understand the concept of dialogue, have them write original dialogue in two ways: as a comic strip, and then later as a story with descriptive words, action, and dialogue.

2.  Essay and Writing Assessment Masters

3.  Comprehension Assessment Masters

4.  Research Assessment Masters

5.  Continuous Assessment Masters

6.  Reproducible Masters, Grade 2, Parts 1 and 2

7.  Students' writing samples

8.  Teacher evaluation of oral presentations

9.  Teacher observation of reading

1.) Student's ability to correctly read and write stories, including the use of quotation marks is authentic assessment of this activity. Evidence of success is that students show increased awareness of who is speaking and exactly what was said by each character. Criteria for assessing student's original written dialogue: 

Score 4: quotation marks used correctly in varied sentence placement; portrays story accurately; proper paragraphing, use of capital letters and punctuation; maintains conversational flow

Score 3: (at standard) quotation marks used correctly; portrays story accurately; generally accurate use of capital letters and punctuation 

Score 2: quotation marks used sporadically, sometimes incorrectly

Score 1: quotation marks seldom used, or with many errors